Development of a Multicultural-Based Islamic Religious Education Learning Model to Strengthen Students' Religious Moderation at Ibrahimy Sukorejo Senior High School, Situbondo
Abstract
This study was motivated by the growing challenges of social, cultural, and religious diversity that require strengthening religious moderation through Islamic Religious Education (IRE) learning. However, the implementation of multicultural education within IRE learning still faces various challenges related to curriculum development, instructional strategies, and the internalization of religious moderation values. This study aims to develop a multicultural-based Islamic Religious Education learning model to strengthen students’ religious moderation at SMA Ibrahimy Sukorejo Situbondo. The research employed a Research and Development (R&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. Data were collected through observations, in-depth interviews, documentation, questionnaires, and Focus Group Discussions (FGDs) involving Islamic education teachers, students, and school stakeholders. The findings indicate that the developed learning model integrates the values of tolerance, inclusivity, justice, respect for diversity, and religious moderation into learning objectives, materials, teaching methods, and assessment processes. The implementation of this model significantly enhanced students’ understanding of multicultural values, strengthened moderate attitudes, improved intercultural dialogue skills, and fostered inclusive and tolerant religious character. The resulting model consists of multicultural orientation, value internalization, social collaboration, critical reflection, and moderate character reinforcement stages. This study concludes that the multicultural-based Islamic Religious Education learning model is effective in strengthening students’ religious moderation. Therefore, the model is recommended for broader implementation and further development across educational levels to support the creation of harmonious, inclusive, and sustainable educational environments.
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